Discursive practices in two multilingual mathematics classrooms: An international comparison

Abstract

In this paper, we draw on our on-going collaboration to explore aspects of the role of multilingualism in mathematics classrooms through a comparison between two primary school mathematics lessons relating to arithmetic word problems. The data that form the basis of our comparison arise from two recently completed studies on the role of multilingualism in mathematics classrooms, one based in South Africa (SA), the other in the United Kingdom (UK). We begin by giving a short summary of relevant research, before outlining a shared theoretical position on the nature of classroom interaction that informed both research projects. The later part of the paper sets out our comparative analysis, which reveals three sets of discursive practices common to both classrooms: use of learners' main languages, use of narrative and reading aloud. Exploration of the way these practices are used leads us to discuss a number of aspects of the relationship between multilingualism and the teaching and learning of mathematics.